Standard 1 - Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Evidence: Podcasting in Kindergarten – Action Research (Literature Review Section)
Rationale: My action research focused on the use of iPods and podcasting in kindergarten to help students develop their voice-print match and fluency skills. The literature review section of my action research report provides essential background information related to best practices in reading instruction, as well as detailed information about two particular aspects of reading: voice-print match and fluency.
As a teacher, it is imperative that I employ the best instructional techniques and methods possible to help my students be successful. This literature review helped me develop a better appreciation for the complexities of reading, as well as a deeper understanding of why my students do some of the things they do as they learn to read. What I learned was that voice-print match is a much more important skill to a beginning reader than I had ever thought possible. This knowledge prompted me to change some of my instructional practices, which in turn helped my students become better readers.
KNOWLEDGE, SKILLS, AND DISPOSITIONS
1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
A tremendous amount of my instructional time is devoted to helping my students become better readers and writers. It is critical, therefore, that I am using the most effective instructional strategies possible. Going through the literature review process allowed me the opportunity to really delve into the research on voice-print match and fluency and gain a much more complete understanding of these two aspects of reading.
1.S.3 The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness, in representing particular ideas and concepts.
In addition to the tremendous body of research devoted to reading instruction, there are a myriad of instructional programs and resources available for a kindergarten teacher to use. Many of these programs claim to be “research based”, which sounds good but doesn’t necessarily mean much. Because this is such a critical part of my instruction, it is essential that I am able to evaluate these materials on the basis of the actual research that has been done. This literature review gave me a more complete understanding of the research, and allows me to evaluate instructional materials more effectively.
1.D.4 The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.
As a teacher, one of my primary responsibilities is to also be a learner. Engaging in this literature review exposed me to a great many ideas related to how children learn to read. Through the many journal articles I read, I gained a much deeper and richer understanding of this complex process, which ultimately benefits me, my colleagues, and my students.
Standard 1 - Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
Evidence: Podcasting in Kindergarten – Action Research (Literature Review Section)
Rationale: My action research focused on the use of iPods and podcasting in kindergarten to help students develop their voice-print match and fluency skills. The literature review section of my action research report provides essential background information related to best practices in reading instruction, as well as detailed information about two particular aspects of reading: voice-print match and fluency.
As a teacher, it is imperative that I employ the best instructional techniques and methods possible to help my students be successful. This literature review helped me develop a better appreciation for the complexities of reading, as well as a deeper understanding of why my students do some of the things they do as they learn to read. What I learned was that voice-print match is a much more important skill to a beginning reader than I had ever thought possible. This knowledge prompted me to change some of my instructional practices, which in turn helped my students become better readers.
KNOWLEDGE, SKILLS, AND DISPOSITIONS
1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
A tremendous amount of my instructional time is devoted to helping my students become better readers and writers. It is critical, therefore, that I am using the most effective instructional strategies possible. Going through the literature review process allowed me the opportunity to really delve into the research on voice-print match and fluency and gain a much more complete understanding of these two aspects of reading.
1.S.3 The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness, in representing particular ideas and concepts.
In addition to the tremendous body of research devoted to reading instruction, there are a myriad of instructional programs and resources available for a kindergarten teacher to use. Many of these programs claim to be “research based”, which sounds good but doesn’t necessarily mean much. Because this is such a critical part of my instruction, it is essential that I am able to evaluate these materials on the basis of the actual research that has been done. This literature review gave me a more complete understanding of the research, and allows me to evaluate instructional materials more effectively.
1.D.4 The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children’s learning of the discipline.
As a teacher, one of my primary responsibilities is to also be a learner. Engaging in this literature review exposed me to a great many ideas related to how children learn to read. Through the many journal articles I read, I gained a much deeper and richer understanding of this complex process, which ultimately benefits me, my colleagues, and my students.
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